III. PROJECT TASKS A. LESSON PLANS WITH

III. PROJECT TASKS
A. LESSON PLANS WITH LITERATURE
a) Lesson Plan for Environmental Education: Air
Duration
Art form
Teaching points
(the subject matter of the lesson)
Maximum 45 minutes for each sessions of art form activity
Total number of sessions n. 5
Literature
• The composition of air
• The importance of air for life
• Properties of air
• Causes and the effects of air pollution
Aims
•
•
•
To help students learn the composition and properties of air
To develop students understanding of the importance of air
To raise students awareness and understanding of the causes and effects
of air pollution
Lead-in Questions
•
•
•
•
Why is air important for life?
Can you feel/notice the air on your surroundings? How?
What do you know about air pollution?
How can we reduce/stop air pollution?
The teaching procedure (activities)
What activities will be used?
Creative thinking, brainstorming, observation exercises to help students to
generate creative story ideas through story telling. This module can be
conducted by the class teacher or by the class teachers with the contribution
of an expert in creativity writing.
• In case that the expert is available the class teacher introduces the expert
in creativity writing.
• The children will sit in a circle and the expert/teacher explains the aim of
the lesson. (The teacher can decide to do some warm up exercises, the
teacher can get inspired from: http://earlylearning.ophea.net/additionalresources/warm-activities).
• Duration 20 minutes
• The class teacher / expert shows to the children some videos and
animation on the air selected from the resources provided within this
lesson plan, they can also select other on- line resources. After the
presentation of the online resources 15 minutes will be dedicated to
brainstorming using the lead -in questions of this lesson plan.
• Duration 25 minutes
• The expert in creativity writing /teacher starts the storytelling activity
and introduces the main character of the story. She /he can select and use
any characters that finds appropriate or she can use the character and
the story of Filomena, that is included in the resources of this module
and presents a short story. The students divided in group of 4 /5 will
create a poem or a story on the selected character.
What are the pre, while and post
activities?
How long will each stage last?
•
•
•
•
•
•
•
•
•
•
Writing and reading aloud voice the stories and the poems created by
the children.
Duration 45 minutes
The students will share their poems.
And eventually dramatize the plot
Duration 45 minutes
Pre activities: filling in students’ pre- questionnaire and information
session with the students about the air and visiting the school library to
select books on the subject
Post activities: production of videos and a booklet of texts, poems and
drawings produced by students. Duration 45 minutes
All the material produced during the ARTinEd piloting will be uploaded
by the teacher in the ARTinED wiki http://artined-eu.wikispaces.com/
Post activities: evaluation of the results ( teachers and creative writing
expert). Duration 30 minutes
Post activities: filling in teachers’ questionnaire and students postquestionnaire. Duration 15 minutes
Teaching aids
(cards, crayons, paper, pictures etc)
•
•
Illustrated books, videos, pc with internet connection.
Paper A4 and A3, crayons.
Classroom management
• What is the role of the teacher?
• What is the role of the artist?
• What instructions will be given
to the students?
• Are there any anticipated
difficulties? (your suggestions
to overcome the difficulties)
• What/Are there any
preparations do the teachers
and the students need to do?
•
The teacher’s role is to lead the planned activities and to motivate the
students and enhance their participation.
The creativity writing expert’s role is to oriented the teacher, promote the
creation and the narrative flow of the activities with the students and
analyse with the teachers the results in order to improve the applied
methodology.
During the pre activities the students will be offered basic notions about
air using the material provided by the project in the Air Lesson Plan and
with the support of videos and illustrations in the national or the second
language. Then the teacher/expert will give the creative hints to produce
the characters and the plot on the air. The teacher/ expert will stimulate
the students with questions to create together the plot/ poems.
The main challenge is to create the right atmosphere and motivation in
the students. A good team work will be a good start to motivate the
children to learn and promote mutal respect.
The preparation will be done during the pre activities with regards to the
basic scientific notions about the air using then material provided by the
project and some videos in the national language
•
•
•
•
Expected outcomes
By the end of the lesson, the learners will have
• an understanding of the composition of air
• developed an understanding of the importance of air for life
• developed an understanding of the properties of air
• developed awareness and understanding of the causes and effects of air
pollution
Evaluation
Please comment on the folowing issues:
• Aims (achieved / partially achieved / not achieved at all)
• Teaching Aids (appropriateness / appeal)
• Activities (the flow, difficulties, suggestions)
Resources for Teachers
In English Language
Composition of air: http://www.youtube.com/watch?v=H_e-sNXAPQs
Environment and air pollution
2
http://www.youtube.com/watch?v=jFxBQry4ILM
In Italian Language
http://www.eniscuola.net/en/air
http://www.robertosconocchini.it/discipline-scienze/2557-percorsodidattico-sullaria-per-la-scuola-primaria-classe-seconda.html
FILOMENA’s Birch Tree - En version
La betulla di Filomena - It version
Filomena was a white moth, during the night she
fluttered in the fields, whilst all the other animals were
fast asleep. During the day Filomena rested on the bark
of a birch tree, white just like her, and she could rest from
her nocturnal escapades peacefully as her white wings on
the white tree made her invisible to the blackbirds who
wanted to eat her.
Filomena did not know that the factories built close to
her fields and the trucks on the motorway produced
horrid black fumes that contaminated the air. But
Filomena was thinking: why should I care? Whilst they
are all working in dirty air I am enjoying my sleep ....
What Filomena did not realise is that little by little the
polluted air was also contaminating the bark of her birch
tree dwelling, and that every day it became greyer and
darker whilst her pure white wings started to show clearly
on the tree during the day, almost as an invitation to her
dangerous predators.
And one day just as Filomena fell asleep she felt a strong
gush of wind real close and woke up in panic: a blackbird
had spotted her and tried to eat her, missing her just
slightly in her dive from the skies. She flew away a great
distance, even though it was daytime, and she understood
that the pollution of the air and the smoke had darkened
her birch trees who could no longer hide her. So she flew
until she reached the summit of a mountain, where the
air was still pure and there she found immaculate white
birch trees, like her wings; where she could rest without
being disturbed. But she had felt such a fright that day!
Only then did Filomena understand that every animal
and every person, whether they live on the bark of a tree
or not, risked life and health with these terrible clouds of
dark smoke that contaminated the air. This had to stop
so that the air could become purer and fresher as it used
to be. And then Filomena could return to her beloved
fields, sleep peacefully and maybe even dream of an
entire forest of birch trees as white as snow.
Filomena era una falena bianca, che durante il giorno
svolazzava sui campi, mentre tutti gli altri animali
dormivano. Durante il giorno Filomena riposava, posata
sulla corteccia di una betulla bianca come lei, e così poteva
riposare tranquilla dalle sue svolazzate notturne perché, ali
bianche sull’albero bianco, diventava invisibile ai merli che
la volevano mangiare.
Ma quello che Filomena non sapeva è che le fabbriche
costruite nelle vicinanze dei suoi campi, e i camion
sull’autostrada, liberavano un brutto fumo nero che
sporcava l’aria. Ma Filomena pensava: che m’importa?
Mentre quelli lavorano nell’aria sporca io faccio il mio bello
sonnellino…
Quello che Filomena non sapeva è che, a poco a poco, l’aria
inquinata sporcava anche la corteccia della sua betulladormitorio, che ogni giorno diventava sempre più grigia e
scura, mentre le ali di Filomena, bianchissime,
cominciavano ad apparire ben nitide sopra l’albero durante
il giorno, quasi come un invito ai suoi temibili predatori.
E un giorno Filomena si era appena addormentata quando
un vento forte gli passò ben vicino e lei si sveglio’ con un
grande spavento: un merlo l’aveva vista e aveva cercato di
mangiarla, sbagliando per poco il suo volo in picchiata dal
cielo. Lei si mise a volare lontano, anche se era giorno, e
aveva capito che a causa dell’inquinamento dell’aria e del
fumo le sue betulle si erano scurite e non potevano più
proteggerla. E così, ha dovuto volare fino alla cima di una
montagna, dove l’aria era ancora pura, per trovare le
betulle ancora bianche immacolate come le sue ali e poter
riposare finalmente senza essere disturbata. Ma che
spavento!
Solo allora Filomena capi’ che ogni animale e anche ogni
persona, posata o no sulla corteccia di una betulla, aveva la
sua vita e la sua salute messa a rischio da queste brutte
nuvolette di fumo scuro che sporcavano l’aria. Bisognava
farle smettere perché l’aria tornasse pura e fresca come
sempre era stata. E allora Filomena avrebbe potuto
ritornare ai suoi dolci campi, dormire tranquilla e magari
sognare con un’intera foresta silenziosa di betulle bianche
come la neve.
3
b) Lesson Plan for Environmental Education: Soil
Duration
5 class hours (45 minutes each)
Art form
Literature
Teaching points
(the subject matter of the lesson)
Aims
Lead-in Questions
The teaching procedure
(activities)
What activities will be used?
What are the pre, while and post
activities?
How long will each stage last?
•
•
•
•
•
•
•
•
•
•
What is soil
The importance of soil for life
Contents of soil
Formation of soil
Soil layers
Soil Types
Soil erosion
How to stop soil erosion
To help students learn what soil consists of, types and layers of soil
To develop students understanding of the formation of soil
emphasizing the time required
• To raise students awareness and understanding of the importance
of soil for life
• To raise students’ understanding of the causes of erosion and the
ways to stop it
• What does soil consist of?
• Is soil the same everywhere?
• How much time do you think is needed for the formation of soil in
nature?
• What do you know about soil erosion? (Causes, effects and the ways
to stop/reduce it)
The teaching activities will use creative thinking, brainstorming,
observational exercises to help students to generate creative story ideas
through storytelling. This module can be conducted by the class teacher
or by the class teachers with the contribution of an expert in creativity
writing.
• In case that the expert is available the class teacher introduces the
expert in creativity writing.
• The children will introduce themselves and will sit in a circle. The
teacher/expert in creativity writing will start the storytelling
activity introducing the character of a little worm, leaving in a
forest. When a fire breaks out in the forest the little worm finds
protection in the soil. Through story- creating techniques the
student will create a poem or a play using their imagination.
Duration 45 minutes
• Writing and reading aloud voice. Duration 20 minutes
• Dramatization of the plot. Duration 45 minutes
• Pre activities: filling in students’ pre questionnaire and information
session with the students about the soil and the importance of soil
for life through the use of the Lesson Plan on Soil provided by the
project and supported by videos and illustrations in national
language. Duration 25 minutes
• Post activities: production of videos and a booklet of texts, poems
and drawings produced by the students. Duration 45 minutes
• All the material produced during the ARTinED piloting will be
uploaded by the teachers on ARTinED Wiki http://artined-
4
•
•
Teaching aids
(cards, crayons, paper, pictures
etc)
Classroom management
• What is the role of the
teacher?
• What is the role of the
artist?
• What instructions will
be given to the students?
• Are there any
anticipated difficulties?
(your suggestions to
overcome the
difficulties)
• What/Are there any
preparations do the
teachers and the
students need to do?
Expected outcomes
Evaluation
Resources for teachers
.
•
•
eu.wikispaces.com/
Post activities: evaluation of the results ( teachers and creative
writing expert). Duration 30 minutes
Post activities: filling in teachers’ questionnaire and students postquestionnaire. Duration 15 minutes
Illustrated books, videos, pc with internet connection.
Paper A4 and A3, crayons, post-it of different colours.
•
The teacher’s role is to lead the planned activities and to motivate
the students and enhance their participation.
• The creativity writing expert’s role is to orient the teacher, promote
the creation and the narrative flow of the activities with the
students and analyse with the teachers the results in order to
improve the applied methodology.
• During the pre activities the students will be offered basic notions
of the water cycle through illustrations and videos. Then the expert
will give the creative hints to produce the characters and the plot on
the soil. The expert/teacher will stimulate the students with
questions to create together the plot.
• The main challenge is to create the right atmosphere and
motivation in the students and a good team work will be support to
motivate the students to learn and promote mutual respect.
• The preparation will be done during the pre activities with regards
to the basic notions about soil and its importance for life using
videos and books.
By the end of the lesson, the learners will have
• learnt what soil consists of, its types and layers
• developed an understanding of the formation of soil recognising the
time required
• increased their awareness and understanding of the importance of
soil for life
• an understanding of the causes of erosion and the ways to stop it
causes and effects of air pollution
Please comment on the following issues:
• Aims (achieved / partially achieved / not achieved at all)
• Teaching Aids (appropriateness / appeal)
• Activities (the flow, difficulties, suggestions)
Videos and animations in English language
http://www.youtube.com/watch?v=hUTz_x-AHU4&feature=related
http://www.youtube.com/watch?v=mcSeg9MIqww&feature=related
http://www.funsci.com/fun3_it/esper1/esper1.htm#risorse
Videos and animations in Italian language:
http://questionedelladecisione.blogspot.it/2012/07/il-suolo-orizzonti-eformazione-tre.html
http://lnx.fantasylands.net/aiuto-dislessia/nggallery/page-4975/images/
http://www.eniscuola.net/it/terra/contenuti/suolo/
5
c) Lesson Plan for Environmental Education: The Sun
Duration
Maximum 45 minutes for each sessions of art form activity
Total number of sessions n. 5
Art form
Literature
Teaching points
(the subject matter of the lesson)
•
•
The sun as a natural resource for human beings and plants
The harmful effects of the sun
Aims
•
To help students gain an understanding of the use and importance
of solar energy,
To raise students’ awareness of the harmful effects of the sun and
how to avoid them.
•
Lead-in Questions
The teaching procedure
(activities)
What activities will be used?
What are the pre, while and post
activities?
How long will each stage last?
• Can we live without the sun? Why is the sun important for life?
• Does the sun have any harmful effects for people?
• How can we protect from the harmful effects of the sun?
Creative thinking, brainstorming, observation exercises to help
students to generate creative story ideas through story telling. This
module can be conducted by the class teacher or by the class teachers
with the contribution of an expert in creativity writing.
• In case that the expert is available the class teacher introduces the
expert in creativity writing to the children.
• The children will sit in a circle and the expert/teacher explains the
aim of the lesson. (The teacher can decide to do some warm up
exercises, for the warm up activities the teacher can get inspired
from: http://earlylearning.ophea.net/additional-resources/warmactivities).
• Duration 20 minutes
• The class teacher and the expert show the children some videos
and animation on the sun selected from the resources provided
within this lesson plan, they can also select other on- line
resources. After the presentation of the online resources 25 minutes
will be dedicated to brainstorming using the lead -in questions of
this lesson plan.
• The expert in creativity writing /teacher starts the storytelling
activity and introduces the main character of the story. She /he can
select and use any characters that she finds appropriate or she can
use the characters of the Sun and the Moon that are included into
the resources of this module) and presents a short story. The
students divided in group of 4 /5 will create a poem or a story on
the selected character.
•
Writing and reading aloud voice the stories and the poems created
by the children.
• Duration 45 minutes
• The students will share their poems.
• And eventually dramatize the plot
• Duration 45 minutes
• Pre activities: filling in students’ pre- questionnaire and
information session with the students about the wind and energy
with a visit to the school library to select books on the subject
6
•
•
•
•
Teaching aids
(cards, crayons, paper, pictures
etc)
Classroom management
What is the role of the teacher?
What is the role of the artist?
What instructions will be given to
the students?
Are there any anticipated
difficulties? (your suggestions to
overcome the difficulties)
What/Are there any preparations
do the teachers and the students
need to do?
•
•
•
•
•
•
•
Expected Outcomes
Evaluation
Resources for teachers
Post activities: production of videos and a booklet of texts, poems
and drawings produced by students. Duration 45 minutes
All the material produced during the ARTinEd piloting will be
uploaded by the teacher in ARTinED Wiki http://artinedeu.wikispaces.com/
Post activities: evaluation of the results ( teachers and creative
writing expert). Duration 30 minutes
Post activities: filling in teachers’ questionnaire and students postquestionnaire. Duration 15 minutes
Illustrated books, videos, pc with internet connection.
Paper A4 and A3, crayons.
The teacher’s role is to lead the planned activities and to motivate
the students and enhance their participation.
The creativity writing expert’s role is to oriented the teacher,
promote the creation and the narrative flow of the activities with
the students and analyse with the teachers the results in order to
improve the applied methodology.
During the pre activities the students will be offered basic notions
on the sun using the material provided by the project in the Sun
Lesson Plan and with the support of videos and illustrations in
national or second language. Then the teacher/expert will give the
creative hints to produce the characters and the plot on the Sun.
The teacher/expert will stimulate the students with questions to
create together a plot of a story or poems
The main challenge is to create the right atmosphere and
motivation in the students. A good team work will be a good start
to motivate the children and to promote mutual respect.
The preparation will be done during the pre activities with regards
to the basic scientific notions about the sun using the material
provided by the sun project lesson plans and some videos in the
national language
By the end of the lesson, the learners will have learnt about
• the use and importance of solar energy,
• the harmful effects of the sun and how to avoid them
Please comment on the following issues:
• Aims (achieved / partially achieved / not achieved at all)
• Teaching Aids (appropriateness / appeal)
• Activities (the flow, difficulties, suggestions)
In English
http://www.neok12.com/Sun.htm
http://www.natgeoeducationvideo.com/film/971/sun
In Italian
http://www.youtube.com/watch?v=SOz1bpRk08k&noredirect=1
http://fisica.decapoa.altervista.org/fisica/index.php?w=scienze
7
The Sun and the Moon play hide-and-seek
Il Sole e la Luna giocano a nascondino
En Version
It Version
Da molti e molti anni tutta la gente del Villaggio, e anche gli
animali, le piante e gli insetti, si fermavamo la mattina e la sera
per vedere il grande Sole che sorgeva, faceva un bel giro nel
cielo e poi scendeva sotto la linea dell'orizzonte e scompariva.
In quei momenti tutti smettevano qualunque cosa stessero
facendo per fare un omaggio al Sole e per salutarlo quando
appariva, riscaldando tutti, e poi quando scompariva,
promettendo di tornare qualche ora più tardi e sempre
compiendo ciò che prometteva, perché il Sole, lo sapevano tutti,
aveva una sola parola!
Ma un giorno accade la cosa più strana del mondo, una cosa che
nessuno poteva aspettare. Il Sole aveva iniziato il suo giro come
tutti i giorni, alzandosi tra le montagne e diventando luminoso e
esuberante nel cielo azzurro. Fino al momento in cui,
improvvisamente... diventò tutto nero! E tutto intorno a lui e
anche sulla Terra era diventato buio come a mezzanotte. Ma
erano le undici del mattino! Come era possibile? Il mondo stava
per finire? La notte avrebbe dominato il mondo? O il Sole per la
prima volta aveva mancato la sua parola? E senza la luce del
sole, tutti sapevano che non c’è illuminazione, non c’è il calore,
le piante non crescono più e non c’è nessuna energia. Tutto si
oscura, appassisce e muore. Che paura!
Allora i cani spaventati cominciarono subito ad ululare, come se
fossero dinanzi alla luna e non al sole. Le pecore tornarono da
sole dentro il recinto, e lo stesso fecero le mucche. I bambini,
spaventati e infreddoliti, si abbracciarono tutti insieme e
formarono un gomitolo di bambini, colorato e piagnucolante. Le
api si raccoglievano all’ alveare e gli uccellini si nascondevano
tra i rami degli alberi. Persino le piante erano tristi e spaventate.
Il girasole abbassò la testa e guardò la terra, come se piangesse
di nascosto. Ogni fiori appassì, e la margheritina decise di
chiudersi dentro i suoi petali fino a che il Sole non risplendesse
nuovamente.
Ma era tutto uno scherzo della Luna! Avevano ragioni i cani
quando avevano deciso di ululare! Era la Luna che aveva fatto
uno scherzo e passando davanti al Sole lo aveva nascosto per un
momento. Era l’eclisse del Sole!
Qualche minuto dopo quella sfilata della vanitosa Luna, ecco
che il Grande Sole tornò a brillare nel cielo come prima, in una
bellissima giornata. E tutti tirarono un bel sospiro di sollievo.
Uffa! Meno male! Infatti, il Sole mantiene sempre la sua parola!
E in fondo noi lo sapevamo!
Alla fine della splendida giornata soleggiata, ciascuno cerca un
bel posticino per assistere allo spettacolo del Sole che tramonta
all’orizzonte con tanti bellissimi colori: arancione, rosso, giallo
e viola. E come sempre, per dare l’ addio per quella notte, lui
prometteva di tornare la mattina per cominciare tutto un’altra
volta. E stavolta sono tutti andati a letto tranquilli, perché erano
ben sicuri che non li avrebbe lasciati mai al buio e al freddo.
For many, many years the villagers, as well as the animals,
plants and insects, all stopped during both the mornings
and evenings to watch the large Sun as it rose, made its
great path across the sky and finally set on the horizon and
disappeared.
During these moments everyone quit whatever they were
doing in order to pay respect to the Sun and greet it when
it appeared, heating everyone and everything, and then
when it disappeared, promising to return just a few hours
later, and always doing what it promised - because the Sun,
as everyone knew, kept its word!
But one day, the strangest thing in the world happened;
something no one had expected. The Sun had started its
daily journey, rising over the mountains, becoming bright
and exuberant in the blue sky until, suddenly, it turned
black! Everything around the Sun and the Earth became as
dark as midnight, and yet it was only eleven o’clock in the
morning! How was it possible? Was it the end of the
world? Was night taking over the world? Or, for the first
time, was the Sun not keeping its word? And without the
Sun’s illumination, as everyone knew, there could be
neither light nor heat, the plants would no longer grow
and there would be no more energy. Everything was
gloomy, withered and dying. What a terrible fright!
Then the dogs, by now frightened, began howling as if they
were before the moon and not the sun. The sheep returned
to their pens by themselves, as did the cows. Frightened
and chilled, the children clung to one another, forming a
ball of flushed, whimpering children. The bees gathered in
the hive and the birds hid amongst the tree branches. Even
the plants were sad and frightened. The sunflower lowered
its head and looked down to the earth, as if wanting to
hide its tears. Every flower faded and the daisy decided to
close its petals until the Sun once more shone.
But it was all only a trick of the Moon! The dogs had good
reason to howl! The Moon had played a trick when it
passed in front of the Sun, hiding it for a moment. It was
an eclipse of the Sun!
A few minutes after the Moon’s vain procession, the great
Sun resumed shining once more, and it was a beautiful
day. Everyone sighed in relief. Whew! The Sun always
keeps it word! Deep down, everyone knew that!
At the end of the splendid, sunny day, all looked for places
to sit and watch the sight of the Sun, with its many
beautiful colors of orange, red, yellow and purple, setting
on the horizon. And, as always, saying farewell for the
night, the Sun promised to return the next morning in
order to start all over once again. This time, everyone went
peacefully to bed because they were sure that the Sun
would never leave them in the dark and cold.
8
d) Lesson Plan For Environmental Education: Water
Duration
Maximum 45 minutes for each sessions
Total number of sessions 6
Art form
Literature
Teaching points
(the subject matter of the
lesson)
•
•
•
•
•
•
Importance of water for life
Ways to save water
Water cycle in nature
The causes and effects of water pollution
Ways to prevent water pollution
Some interesting facts about water
Aims
•
To increase students’ awareness of the importance of
water for life
To inform students about the ways of saving water
To develop an understanding of the process of water
cycle in nature
To help students understand the causes and effects of
water pollution
To inform students about the ways to prevent water
pollution
To teach students some interesting facts about water
•
•
•
•
•
Lead-in Questions
The teaching procedure
(activities)
What activities will be used?
What are the pre, while and
post activities?
How long will each stage last?
•
•
•
Why is water important for life?
Is water always in liquid form?
Does water in nature ever disappear?
• What do you know about water pollution? (Causes,
effects and the ways to stop/reduce it)
Creative thinking, brainstorming, observation exercises to
help students to generate creative story ideas through story
telling. This module can be conducted by the class teacher or
by the class teachers with the contribution of an expert in
creativity writing.
• The class teacher and the expert show the children some
videos and animation on the sun selected from the
resources provided within this lesson plan, they can also
select other on- line resources. After the presentation of
the online resources 25 minutes will be dedicated to
brainstorming using the lead -in questions of this lesson
plan.
• The class teacher introduces the expert to the children
and the expert will ask the children to sit in a circle. ( The
teacher can decide to do some warm up exercises, for the
warm up activities the teacher can get inspired from:
9
•
•
•
•
•
•
•
•
•
Teaching aids
(cards, crayons, paper,
pictures etc)
Classroom management
What is the role of the teacher?
•
•
Illustrated books, videos, pc with internet connection.
Paper A4 and A3, crayons.
•
The teacher’s role is to lead the planned activities and to
motivate the students and enhance their participation.
The creativity writing expert’s role is to oriented the
teacher, promote the creation and the narrative flow of
the activities with the students and analyse with the
teachers the results in order to improve the applied
methodology.
During the pre activities the students will be offered basic
notions of the water cycle using the material provided by
the project in the Water Lesson Plan and with the
support of videos and illustrations in the national
language. Then the artist will give the creative hints to
produce the characters and the plot on the water cycle.
The artist will stimulate the students with questions to
create together the plot.
•
What is the role of the artist?
What instructions will be given
to the students?
•
Are there any anticipated
difficulties? (your suggestions
to overcome the difficulties)
http://earlylearning.ophea.net/additional-resources/warmactivities). Duration 20 minutes
The teacher/expert in creativity writing starts the
storytelling activity and introduces the character of a drop
of water named “Cha Cha” the drop will start her
journey and the students will create a poem or a play
using their imagination. Duration 25 minutes
Storytelling, construction of characters and of a plot.
Duration 45 minutes
Writing and reading aloud voice. Duration 45 minutes
Dramatization of the plot. Duration 45 minutes
Pre activities: filling in students’ pre- questionnaire and
information session with the students about the water
cycle using the material provided by the project and
illustrations, videos and animations in the national
language. Duration 30 minutes
Post activities: production of videos and a booklet of
texts, poems and drawings produced by students.
Duration 30 minutes
All the material produced during the ARTinEd piloting
will be uploaded by the teacher along with the partner
institution representative in Wiki.
Post activities: evaluation of the results ( teachers and
creative writing expert). Duration 20 minutes
Post activities: filling in teachers’ questionnaire and
students post-questionnaire. Duration 10 minutes
10
What/Are there any
preparations do the teachers
and the students need to do?
Expected Outcomes
Evaluation
Resources for teachers
•
The main challenge is to create the right atmosphere and
motivation in the students. A good team work will be a
good start to motivate the children.
• The preparation will be done during the pre activities
with regards to the basic notion of the water cycle using
then material provided by the project and some videos in
the national language and/or .
By the end of the lesson, the learners will have learnt
• the importance of water for life
• about the ways of saving water
• the process of water cycle in nature
• the causes and effects of water pollution
• about the ways to prevent water pollution
• some interesting facts about water
Please comment on the following issues:
• Aims (achieved / partially achieved / not achieved at all)
•
Teaching Aids (appropriateness / appeal)
•
Activities (the flow, difficulties, suggestions)
Videos and animations in English language:
http://www.youtube.com/watch?v=0_c0ZzZfC8c&feature=fvwrel The
animation shows one molecule of water completing the hydrologic
cycle.
Credit: NASA/Goddard Space Flight Center
Source: http://svs.gsfc.nasa.gov/goto?10501
Category: Istruzione
Licence: Licence YouTube standard
http://www.youtube.com/watch?v=YswL4dIDQuk
This video could be used by the IT Teachers to combine natural
science with second language learning
Clouds:
http://www.youtube.com/watch?v=j_4iTuMEGt8
Videos and animations in Italian language:
http://cicloacqua.altervista.org/ciclo/cycle.html
http://www.scuoladecs.ti.ch/et/casa/PDF/acqua.pdf
http://www.youtube.com/watch?v=5h0K0J5a9N8
Video with a short introduction in IT Language showing different
types of clouds
11
The fantastic journey of Scia-Scia, the tiny drop of water.
Il fantastico viaggio diella gocciolina Scià Scià
Once upon a time in a spring morning, Scia-scia the water
drop, was playing happily with her friends in a puddle in the
garden.
Suddenly rain started heavily pouring from the sky. The rain
turned into a flood and the happy water-drops ended up being
dragged into a big torrent. In this torrent, the drops met other
water-drops of their kind and all together they ended up
facing a huge waterfall. This waterfall took all the drops in the
torrent and pushed them into a river that was flowing in an
enchanted valley. In this valley lived strange and scary beings.
The drops decided to stand very close one each other as they
were flowing and observed the outer world.
Meanwhile, as they were staring, the flow of the river carried
all the drops to the sea, where beautiful fishes with coloured
scales were swimming.
Suddenly, the sun who was going for a walk in the sky, noticed
the water-drops and invited them up to join him for a party.
The water-drops dressed up to look beautiful and helped their
friends too, the female water-drops were wearing white
dresses made of tulle with pearls whilst the male water-drops
were wearing elegant evening suits.
When all the drops were ready, the sun evaporated them: As
they were flowing to the sky they shook and shuffled around,
creating a cloud which looked like a hot-air balloon.
The wind, which was blowing them around, decided to lift
them up towards a mountain.
The drops were staying close to each other in the hot-air
balloon cloud. They were so close to each other that some of
them started complaining about the lack of space. They were
so beautiful even while complaining and arguing that the wind
decided to take a picture of them all to remember the
moment. As the wind took a picture and the flash went off,
thunders roared and stopped the arguments and complaints.
The drops started feeling cold and they started becoming
bigger and darker. As they grew they became heavier, so heavy
that they felt like falling down from the cloud.
The most audacious drop decided to jump in the emptiness,
all of the drops followed after. They were so afraid of falling
down into the void .In the middle of the jump before reaching
the ground, the drops felt once again warmth around them. It
was the friendly Sun, which warmed the Earth with his rays.
His rays formed a slide that helped the drops land safely. The
slide was beautiful and colourful, a rainbow!
Some of the water drops that landed decided to enter the
permeable soil and created underground rivers. Other water
drops decided to leave the sources and met up with other
water-drops in streams and rivers. Once again as they were
playing all together they arrived once again..Where you ask?
To the immense sea, of course!
C’era una volta, in un mattino di primavera, Scià-scià,
una goccia d’ acqua che giocava felice con le sue
amiche in una pozzanghera del giardino.
All’improvviso ha cominciato a piovere così tanto che
arrivò un’ alluvione e le gocce andarono a finire tutte
in un grande torrente. Trovarono tante altre gocce e,
tutte insieme, a un certo punto incontrarono una
cascata enorme che le fece finire in un fiume che
scorreva in una valle incantata. La valle era popolata
da strani esseri un po’ spaventosi. Le gocce si misero
vicine l’una all’altra a osservare lo spettacolo. Intanto
la corrente le trasportava lontano, finché non
arrivarono al mare, e sono state ricevute da pesci con
le squame di tutti i colori.
Ad un tratto il sole, che passeggiava nel cielo,
vedendole arrivare al mare, le invitò a salire per una
festa.
Le gocce si fecero belle e aiutarono anche i loro amici
a vestirsi: le femmine indossarono un vestito bianco di
tulle rifinito con le perle e i maschi indossarono un
elegante smoking.
Appena pronte, il sole le fece evaporare: si sentirono
sballottare mentre salivano, formando una nuvola che
assomigliava a una mongolfiera.
Il vento, che le spingeva in giro per il mondo, dette
loro un passaggio verso la montagna.
Le goccioline si stringevano sempre di più, nella
nuvola mongolfiera. Strette strette, qualcuna cominciò
a brontolare. Ma da quanto erano belle mentre
litigavano, l’amico vento scattò loro una foto per
immortalare quel momento, partì il flash ed ecco
arrivare i lampi a far loro smettere di litigare.
Ma sentivano tanto freddo là su e diventarono gocce
sempre più grandi e scure. E anche sempre più
pesanti, fino a cadere giù rapidamente. Così, la più
coraggiosa si buttò nel vuoto e le altre la raggiunsero.
Avevano tanta paura della caduta nel vuoto! Ma
mentre erano a metà strada, nel cielo immenso
sentirono un intenso calore. Era l’amico sole
nuovamente! che fece arrivare sulla Terra i suoi raggi,
che le attraversarono mentre scendevano, e in questo
modo si formò uno scivolo di tanti colori, un
arcobaleno!
Alla fine, alcune goccioline entrarono dentro la terra,
penetrarono il suolo permeabile, formando i fiumi
sotterranei. Altre tornarono fuori dalle sorgenti e
andarono a fare compagnia alle loro amiche e ai loro
amici nei ruscelli, nei torrenti, poi nei fiumi. E così,
giocando tutte insieme, alla fine arrivarono
nuovamente… dove? Nell’infinito mare!
12
e) Lesson Plan for Environmental Education: Wind Energy
Duration
Maximum 45 minutes for each sessions of art form activity
Total number of sessions n. 5
Art form
Literature
Teaching points
(the subject matter of the lesson)
Aims
•
Wind energy
•
•
To help students learn how electricity is generated from the wind by
using a wind turbine,
To raise students’ awareness of the benefits of wind energy for nature.
Lead-in Questions
•
•
•
•
Can we generate electricity from the wind?
What is a wind turbine? Have you ever seen one?
Does the energy from the wind pollute the air?
What are the benefits of wind as an energy source?
The teaching procedure (activities)
What activities will be used?
Creative thinking, brainstorming, observation exercises to help students to
generate creative story ideas through story telling. This module can be
conducted by the class teacher or by the class teachers with the
contribution of an expert in creativity writing.
• In case that the expert is available the class teacher introduces the
expert in creativity writing.
• The children will sit in a circle and the expert/teacher explains the aim
of the lesson. (The teacher can decide to do some warm up exercises,
for the warm up activities the teacher can get inspired from:
http://earlylearning.ophea.net/additional-resources/warm-activities).
• Duration 20 minutes
• The class teacher and the expert show to the children some videos and
animation on wind and energy selected from the resources provided
within this lesson plan, they can also select other on- line resources.
After the presentation of the online resources 15 minutes will be
dedicated to brainstorming using the lead -in questions of this lesson
plan.
• Duration 25 minutes
• The expert in creativity writing /teacher starts the storytelling activity
and introduces one or two characters. She /he can select and use any
character that she finds appropriate or she can use the characters of
the Cloè and Lars that are included among the resource of this module.
The students will be divided in group of 4 /5 and will create a poem or a
story on the selected characters.
• Writing and reading aloud voice the stories and the poems created by
the children.
• Duration 45 minutes
• The students will share their poems.
• And eventually dramatize the plot
• Duration 45 minutes
• Pre activities: filling in students’ pre- questionnaire and information
session with the students about the wind and energy with a visit to the
school library to select books on the subject
• Post activities: production of videos and a booklet of texts, poems and
What are the pre, while and post
activities?
How long will each stage last?
13
•
•
•
Teaching aids
(cards, crayons, paper, pictures etc)
Classroom management
What is the role of the teacher?
What is the role of the artist?
What instructions will be given to the
students?
Are there any anticipated difficulties?
(your suggestions to overcome the
difficulties)
What/Are there any preparations do the
teachers and the students need to do?
Expected Outcomes
Evaluation
Resources for teachers
drawings produced by students. Duration 45 minutes
All the material produced during the ARTinEd piloting will be uploaded
by the teacher along with the partner institution representative in Wiki.
Post activities: evaluation of the results ( teachers and creative writing
expert). Duration 30 minutes
Post activities: filling in teachers’ questionnaire and students postquestionnaire. Duration 15 minutes
• Illustrated books, videos, pc with internet connection.
• Paper A4 and A3, crayons.
•
The teacher’s role is to lead the planned activities and to motivate
the students and enhance their participation.
• The creativity writing expert’s role is to oriented the teacher,
promote the creation and the narrative flow of the activities with
the students, analyse with the teachers the results in order to
improve the applied methodology.
• During the pre activities the students will be offered basic notions
of the wind and energy using the material provided by the project
in the Wind Energy Lesson Plan and with the support of videos and
illustrations in the national language or the second language. Then
the teacher/expert will give the creative hints to produce the
characters and the plot on the wind energy. The teacher/expert
will stimulate the students with questions to create together a plot
of a story or a poems.
• The main challenge is to create the right atmosphere and
motivation in the students. A good team work will be a good start
to motivate the children and promote mutual respect.
• The preparation will be done during the pre activities with regards
to the basic notions of the wind energy using the resources
provided by the project and some videos in the national language
By the end of the lesson, the learners will have learnt
• the importance of wind energy
•
ways of saving energy
• the process of producing energy
• some interesting facts about wind energy and the use of energy
Please comment on the following issues:
• Aims (achieved / partially achieved / not achieved at all)
• Teaching Aids (appropriateness / appeal)
• Activities (the flow, difficulties, suggestions)
In English
http://www.ashden.org/wind
http://video.nationalgeographic.com/video/environment/energyenvironment/wind-power/
In Italian
http://www.scuola.eon.it/eon/287.php
http://www.eniscuola.net/en/energy/contenuti/wind/#title
http://www.youtube.com/watch?v=sw9sT9gs2jg
14
En Version
Wind Energy
Cloè & Lars
Cloè is a beautiful oak leaf that lives on a branch of a
majestic tree together with her other sister leaves.
One day, Wind Lars passes nearby and notices Clò
swaying gracefully on the branch as he blows over,
and decides to carry off the oak leaf. Thus begins the
long journey together of Lars and Cloè, through the
air, its currents, smoke, smog, acid rains and
precipitations. Everytime they meet up
with these phenomena, Cloè reacts with pleasure or
with disgust, and asks Lars for an explanation that he
willingly offers her, for example, pointing out below
the chimney pots of the factories and the traffic jams,
or by having to move aside to let a big airplane pass
by. But Cloè still doesn't understand where Lars is
bringing her: "I want to show you where I work" he
says, a little enigmatically. "But does the wind work?"
asks the leaf, surprised. "Oh yes, and always more so."
Finally they come upon an open field with what seem
to be enormous trees with the long leaves. "It's there
where I work" says Lars. "In those strange trees?" asks
the leaf. And the wind laughs heartily. "Those aren't
trees, dear Cloè. Those are wind turbines. As they
rotate their "leaves", those enormous blades, they
produce energy to light homes and heat water." "What
beautiful work you do!"
"Yes, but I do it quickly, I fly over, swiftly and make
the blades turn and then... let us continue on our
journey to make each turbine of the Country
(Town) rotate!"
It Version
Energia Eolica
Cloè & Lars
Cloè è una bellissima foglia di quercia che vive sul ramo di
un albero maestoso con le altre foglie sue sorelle. Un giorno
passa di lì Lars il vento e, vedendo Cloè che dondolava
graziosamente sul ramo al suo passaggio, decide di portarla
via con sé.
Iniziano così un lungo viaggio insieme, Lars e Cloè,
attraverso l’aria, le sue correnti, il fumo, lo smog, le
precipitazioni acide e di pioggia. Ad ogni incontro con questi
fenomeni presenti nell’atmosfera, Cloè reagisce con piacere o
con disgusto, e chiede a Lars una spiegazione, che lui le dà
volentieri, por esempio, mostrando là giù i comignoli delle
fabbriche o gli ingorghi del traffico, oppure dovendo mettersi
da parte per il passaggio di un grosso aereo.
Ma Cloè ancora non ha capito bene dove Lars la sta
portando,
“voglio mostrati dove lavoro”, dice lui, un po’ misterioso.
“Ma il vento lavora?”, chiede lei sorpresa.
Eh, sì. E sempre di più.
Alla fine trovano un campo aperto con quello che sembrano
immensi alberi con tre lunghi fogli. “È lì che lavoro”, dice
Lars. “In quelli alberi strani?”, chiede lei. E lui ride con gusto.
“Non sono alberi, cara Cloè. Sono turbine eoliche, che
girando le sue ‘foglie’, quelle grandi pale, producono energia
per illuminare le case e riscaldare l’acqua”. “Che bellissimo
lavoro che hai!” Sì, ma lo faccio in fretta, passo di qua, veloce,
faccio girare queste pale e poi… continuiamo io e te il nostro
viaggio, per far girare una ad una tutte le turbine del Paese!
15